Students' perceptions of teacher characteristics : how these perceptions relate to student self-esteem and locus of control perceptions Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/bk128d62r

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  • This investigation was a two stage study performed in two urban/ rural communities in Washington State. Stage I was an effort to replicate a study performed in an eastern Virginia school district whereby results were obtained demonstrating that 9th graders and black students identified teacher warmth behaviors as being important teacher characteristics more frequently than did 12th graders and white students (Sizemore, 1979). As there has been little research conducted at the kindergarten through twelfth grade levels regarding student attitudes about teacher characteristics, Sizemore's findings prompted replication. Stage II involved expanding Sizemore's original design by intro ducing three affective variables for analysis, namely, students' global self-esteem, students' in-school locus of control perceptions, and students' in-school self-esteem. The instruments used for measuring these affective variables were Rosenberg's Self-esteem Scale, a modified version of Clifford and Clearys' Academic Achievement Accountability (AAA) locus of control measure, and a version of Rosenberg's self-esteem scale modified to measure in-school self-esteem. Self-esteem and locus of control variables were included because they offered some potential for explaining why students cited teacher warmth behaviors as important teacher characteristics. Stage I -- replication results -- Half of Sizemore's findings were replicated. Analysis of variance demonstrated that black 9th and 12th graders in two Washington State rural/urban communities and a Virginia urban school district cited teacher warmth behaviors as the most important teacher characteristics significantly more frequently than white students. White students identified teacher organization significantly more frequently than black students. Twelfth graders identified teacher stimulation behaviors more frequently than 9th graders. Stage II -- results -- A stepwise multiple regression analysis produced three statistically significant, but weak, predictors of students citing teacher warmth as the most important teacher characteristics: students' in-school locus of control externality (in-school externality correlated positively with students citing teacher warmth); ethnicity (black students cited teacher warmth significantly more frequently than white students); and students' low in-school self-esteem (students low in in-school self-esteem cited teacher warmth behaviors more frequently than those with high in-school self-esteem).
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